Preservice teachers’ beliefs in the context of teaching mathematics to English learners in the United States

This study examines the beliefs of fourteen preservice teachers in Southeast United States about mathematics and language context teaching to English learners. Qualitative interviews were conducted using survey items as a starting point for questioning. Speer’s (2008) construct collections was used understand teachers’ belief system interaction beliefs. Three primary emerged: is universal, mathematical language, barrier. Their being universal grounded their view that mostly symbols equations. The believed there some mathematics, though these features not pervasive symbolic form. Most them also learners recent immigrants country barrier students classroom. interacted three ways they responded items: dominance, tension, convergence.